Writing – Analysis and Evidence and WHP Concepts Part 1
STUDENT MATERIALSSTUDENT MATERIALSS-1WORLD HISTORY PROJECT ORIGINS / LESSON 3.7 ACTIVITYWRITING – ANALYSIS AND EVIDENCE AND WHP CONCEPTS PART 1Preparation• Download the WHP Writing RubricPurposeIn this activity, you’ll continue to get familiar with elements of good writing by digging into the Analysis and Evidence row of the WHP Writing Rubric. Additionally, you will examine the Applying WHP Concepts row of the rubric, because those concepts are integral to using evidence in this course’s writing assignments. You’ll analyze a sample student essay, which will help you become more familiar with the specific expectations for WHP writing, as well as help you become a more skilled writer in general. ProcessIn this activity, you’ll take a close look at the Analysis and Evidence and Applying WHP Concepts rows of the WHP Writing Rubric and analyze a student essay against the criteria included in the rubric.This activity will be similar to the one you did in Era 2, when you analyzed the article “The Chronometric Revolution” to look for claim and focus. This time, you’ll look for analysis, evidence, and WHP concepts in a student essay that was written in response to the prompt, “To what extent was foraging or farming more desirable for early humans?” Before starting your analysis, take out the WHP Writing Rubric and review the Analysis and Evidence and Applying WHP Concepts rows with your class.AdvancedProficientDevelopingEmergingAnalysis and EvidenceChoose the right evidence and explain how it supports the claim and analysis.The essay cites the most appropriate and valid evidence to support its claim, drawing information substantively from multiple sources to defend its position and effectively refute counterclaims. The essay demonstrates insightful reasoning and careful understanding of the sources, acknowledging inconsistencies or weaknesses in evidence, and fully explains the relationship between claims and support.The essay cites sufficient and appropriate evidence to support its claim, drawing information from multiple sources to defend its position and refute counter- claims. The essay demonstrates reasoning and understanding of the sources, potentially acknowledging inconsistencies or weaknesses in evidence, and adequately explains the relationship between claims and support.The essay cites evidence to support its claim, but it may be insufficient or draw unevenly from available sources. Support may be inadequate in defense of the position and refutation of the counterclaim or rely too heavily on summary. The essay demonstrates some reasoning and/or understanding of the sources, though explanations of the relationship between claims and support are not always clear.The essay cites minimal or irrelevant evidence to support its claim. Support may rely primarily on opinion, reasoning, or summary of the source(s) without clear cited evidence. The essay demonstrates little to no reasoning and/or understanding of the sources. An explanation of the relationship between claims and support is not present.
STUDENT MATERIALSSTUDENT MATERIALSS-2WORLD HISTORY PROJECT ORIGINS / LESSON 3.7 ACTIVITYWRITING – ANALYSIS AND EVIDENCE AND WHP CONCEPTS PART 1AdvancedProficientDevelopingEmergingApplying WHP Concepts†Choose and accurately apply the relevant WHP concepts in a way that shows understanding, and further supports the argument and evidence presented in the essay.The essay applies at least two WHP course-level concepts and/or unit-level concepts or content. The concepts or content are connected to the argument or evidence in the essay, and misconceptions are avoided. There are no errors in applying WHP concepts or content, and the essay demonstrates a clear understanding of the topic and the concepts. The essay might include information about the overall time period discussed in the essay and might make use of broader historical content than is located in the course.The essay applies one WHP course- level concept and/or unit-level concept or content. The concept or content is connected to the argument or evidence in the essay, and misconceptions are avoided. There are no errors in applying WHP concepts or content to illustrate or support concepts and claims, or to inform the essay.The essay tries to apply at least one WHP course-level and/or unit- level concept or content, but does not fully articulate the concept's meaning or connection to the argument and/or evidence. It does avoid explicit misconceptions of the concept but may make an occasional minor error in applying WHP facts or concepts to illustrate or support concepts and claims, or to inform the essay.The essay incorrectly or inappropriately mentions at least one WHP course-level concept and/or unit-level concept or content, and it may include misconceptions of that concept. The essay may make many minor errors or a major error in applying WHP facts or concepts.Once you’ve reviewed these criteria, your teacher will probably put you into pairs or small groups to work collaboratively on the Writing – Analysis, Evidence, and WHP Concepts Part 1 worksheet. First, identify the major claim (thesis) in the essay. While the thesis is not the focus of this activity, it’s difficult to assess the rest of the essay without being aware of the major claim, since everything in the essay should support it.Now that you’ve found the major claim, review the essay, paying close attention to important elements of analysis and evidence. This includes the use of source material, the analysis of that material, and the connection between sources and the paper’s major claim. Annotate the essay according to the worksheet directions, provide a grade (advanced, proficient, developing, or emerging), and comment about how well this student did on analysis and evidence in their writing. Next, look for where and how well WHP concepts were used in the essay, and again, grade and comment on the use of these concepts. Be prepared to share your answers with the class!
Name:Date:Name:Date:STUDENT MATERIALSS-3WORLD HISTORY PROJECT ORIGINS / LESSON 3.7 ACTIVITYWRITING – ANALYSIS AND EVIDENCE AND WHP CONCEPTS PART 1Part 1: Analysis and EvidenceDirections: First, circle the major claim in the paper. Then, look for source material (quotes and citations) and underline the analysis of the source material, and highlight text that connects sources to the thesis/major claim. Finally, give the essay a score (advanced, proficient, developing, or emerging) for “Analysis and Evidence” and provide some written comments that justify the score. Essay prompt: To what extent was foraging or farming more desirable for early humans?Early humans mainly relied upon hunting and gathering to survive until the advent of agriculture. It is hypothesized that the warming trend in the climate around 14,000 years ago aided in the development of agriculture. The domestication of plants and animals to use for food led to people building settlements near the areas they cultivated these foods, beginning the first sustained agricultural settlements. The advent of farming had serious drawbacks on both human health and society that still persist today, yet the societal and technological advances it allowed made the practice increasingly more desirable to our ancestors than foraging.There were many drawbacks to the introduction of farming. In Document 7, Harari details some of the negative health impacts of farming on the human body. This evidence proves that farming was backbreaking labor and needed far more energy and time to create a viable source of food than hunting and gathering did. Political scientist James Scott says, “Early agricultural societies created the basis for systematic class distinctions that could be [passed down] between generations” (Doc 5). Scott argued that the advent of agriculture resulted in the injustices we have today, which shows farming has not been just progress. A group of researchers in the Philippines discovered that women were more affected by farming because they had to contend with both domestic chores and work in the fields (Doc. 1). This connects back to Scott’s discussion on how farming created societal inequalities that persist today, and it seems especially true for women.However, agriculture led to a reliable food source which meant populations could grow like never before. Reilly states, “the possibility of a more creative, expressive life was available in the protected, semipermanent city” (Doc 4). Large cities needed new technologies for farming and for building structures because they had more people to feed and house. The security afforded by reliable food sources, buildings, and communities of people allowed for jobs outside of farming such as traders and craftsmen. This was an important step in the growth of collective learning, community development, and the spread of networks. While Brad deLong discussed
Name:Date:Name:Date:STUDENT MATERIALSS-4WORLD HISTORY PROJECT ORIGINS / LESSON 3.7 ACTIVITYWRITING – ANALYSIS AND EVIDENCE AND WHP CONCEPTS PART 1the drawbacks of farming on human health and society, he also proposed that the growth in human population was very important (Doc 6). We would not have complex societies without agriculture because human settlements required innovation, ingenuity, and structure to create and maintain. These settlements allowed for more people to invent and create. David Kaplan states “It is during the three lean months of the year that the San life approaches the precarious conditions that have come to be associated with the hunting and gathering way of life.” (Doc 3). The advent of farming had many impacts on all aspects of humanity, from human health to the structure of our communities, both good and bad. Though there were many negative effects from farming, society would not be where it is today without it. Humanity has witnessed great growth and success from agriculture, even while contending with the side effects. Score: Comment:
Name:Date:Name:Date:STUDENT MATERIALSS-5WORLD HISTORY PROJECT ORIGINS / LESSON 3.7 ACTIVITYWRITING – ANALYSIS AND EVIDENCE AND WHP CONCEPTS PART 1Part 2: Applying WHP ConceptsDirections: Decide on a score (advanced, proficient, developing, or emerging) for “Applying WHP Concepts” and provide a two-sentence comment explaining and justifying the score.Score: Comment: